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1.
This study examined associations between student- (N = 1414), classroom-, and teacher (N = 91) growth orientation and mathematics engagement and achievement using a multilevel model. Results demonstrated positive associations between student growth orientation and mathematics outcomes and positive associations between classroom and teacher growth orientation and mathematics achievement. There was also a marginally significant interaction effect between classroom and teacher growth orientation on classroom engagement. Findings hold relevance for educational interventions surrounding growth constructs and teachers’ personal growth orientation. 相似文献
2.
Linda Shidler 《Early Childhood Education Journal》2009,36(5):453-460
Coaching for increased teacher efficacy (both instructional and self) has been an essential component to various educational
reforms such as No Child Left Behind; Reading First projects and Early Reading First Projects. Those seeking to improve teacher
performance leading to enhanced student outcomes on various state assessments have also incorporated coaching into the methodology.
The purpose of this study was to look at the linkage between hours spent coaching teachers in the classroom for efficacy in
content instruction and child achievements/outcomes. A significant correlation was seen in year one between the time coaches
spent in the classroom and students’ alphabet recognition scores. The coaching model for year one was one that focused coaching
for instructional efficacy in specific content and teaching methods and saw the coaches directly facilitate and support theory
to practice. In year two and three, no significant correlation was found. Year two and three used a coaching model which was
less specific in focus and increased time spent on site with teachers. The implications for coaching practice includes balancing
time between four components to effective coaching; (1) instructing for specific content, (2) modeling techniques and instructional
practices, (3) observing teacher practices and (4) consulting for reflection. 相似文献
3.
Stacy R. Johnson Kristy J. Finlon Roger Kobak Carroll E. Izard 《Early Childhood Education Journal》2017,45(4):461-470
Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers’ effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student–teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student–teacher interactions and, ultimately, children’s adaptive development. 相似文献
4.
Teachers' judgments of student characteristics are affected not only by the characteristic in question, but also by other factors. This article presents three studies examining whether students' achievement influences teachers' judgments of their engagement (as a proxy for motivation) and vice versa. First, a field study was conducted with N = 52 teachers and N = 1135 students. Structural equation modeling revealed an effect of student achievement on teacher judgments of student engagement and an effect of student engagement on teacher judgments of student achievement—above and beyond the association of each student characteristic with teacher judgments of that characteristic. These results were then replicated in two experimental studies involving a computer simulation of an instructional situation, the Simulated Classroom, with N = 40 and N = 181 teacher candidates, respectively. The psychological determinants of the effects observed are discussed, as are their practical implications. 相似文献
5.
Recent investigations into the education production function have moved beyond traditional teacher inputs, such as education, certification, and salary, focusing instead on observational measures of teaching practice. However, challenges to identification mean that this work has yet to coalesce around specific instructional dimensions that increase student achievement. I build on this discussion by exploiting within-school, between-grade, and cross-cohort variation in scores from two observation instruments; further, I condition on a uniquely rich set of teacher characteristics, practices, and skills. Findings indicate that inquiry-oriented instruction positively predicts student achievement. Content errors and imprecisions are negatively related, though these estimates are sensitive to the set of covariates included in the model. Two other dimensions of instruction, classroom emotional support and classroom organization, are not related to this outcome. Findings can inform recruitment and development efforts aimed at improving the quality of the teacher workforce. 相似文献
6.
Hand-raising is an everyday student behavior during classroom discourse. The present study investigates hand-raising as an observable indicator of behavioral engagement and its relation to student achievement. We examine students’ hand-raising behavior during a videotaped lesson in high school classrooms (N = 266 students). Results from multilevel regression modeling linked the frequency of students’ engagement in hand-raising to academic achievement. Further, structural equation modeling was applied to investigate the interrelations between hand-raising, cognitive engagement, and teacher emotional support. Results indicate that hand-raising is associated with cognitive engagement and perceptions of teacher support and suggest that hand-raising may mediate the relation between teacher emotional support and academic achievement. The discussion highlights the utility of student hand-raising as a proxy for students’ active participation and engagement. We emphasize the study’s contribution to the engagement literature. 相似文献
7.
《International Journal of Educational Research》1994,21(2):141-157
This chapter describes a theory relating four alterable elements of classroom organization and instruction to instructional effectiveness: Quality of instruction, appropriate levels of instruction, incentive, and time (QAIT). These elements are hypothesized to be multiplicatively related to student achievement gain, so that multiple elements may have to be improved if classroom innovations are to produce substantial achievement gains. Evidence on classroom strategies and behaviors that contribute to each element is reviewed, and the QAIT model is applied to discussions of effects of individualized instruction, ability grouping, and tutoring. 相似文献
8.
Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes
The contribution examines theoretical foundations, factorial structure, and predictive power of student ratings of teaching quality. Three basic dimensions of teaching quality have previously been described: classroom management, cognitive activation, and supportive climate. However, student ratings, especially those provided by primary school students, have been criticised for being biased by factors such as teacher popularity. The present study examines ratings of teaching quality and science learning among third graders. Results of multilevel confirmatory factor analyses (N = 1556 students, 89 classes) indicate that the three-dimensional model of teaching quality can be replicated in ratings of third graders. In a longitudinal study (N = 1070 students, 54 classes), we found ratings of classroom management to predict student achievement, and ratings of cognitive activation and supportive climate to predict students' development of subject-related interest after teacher popularity is controlled for. The analyses show that student ratings can be useful measures of teaching quality in primary school. 相似文献
9.
Yujeong Park Mary T. Brownell Elizabeth F. Bettini Amber E. Benedict 《Exceptionality》2019,27(1):1-17
The purpose of this study was to review and analyze effective classroom reading practices for early graders, using information gathered from the existing content-general and content-specific observation protocols measuring teachers’ classroom reading practices. Dimensions and constructs from 28 observation studies were synthesized to identify classroom instructional practices that have positive impacts on student achievement. Findings revealed that (a) instructional support, emotional support, and classroom management have positive impacts on student achievement, (b) the degree to which instructional practices are effective depends on students’ particular learning needs, and (c) students’ entering skills and primary language are associated with instructional effectiveness in reading. Challenges and implications for future research on effective instructional strategies for special education and the development of an observational protocol for special education teacher effectiveness are discussed. 相似文献
10.
Anastasia Panayiotou Leonidas Kyriakides Bert P. M. Creemers Léan McMahon Gudrun Vanlaar Michael Pfeifer Galini Rekalidou Matevž Bren 《Educational Assessment, Evaluation and Accountability》2014,26(1):73-93
This study investigates the extent to which the factors included in the dynamic model of educational effectiveness are associated with student achievement gains in six different European countries. At classroom level, the dynamic model refers to eight factors relating to teacher behavior in the classroom: orientation, structuring, questioning, teaching-modeling, application, management of time, teacher role in making classroom a learning environment, and classroom assessment. This paper presents results concerned with the impact of the teacher factors on student achievement. In each participating country (i.e., Belgium/Flanders, Cyprus, Germany, Greece, Ireland, and Slovenia), a sample of at least 50 primary schools (n?=?334) was drawn. Written tests in mathematics and science were administered to all grade 4 students (n?=?10,742) at the beginning and at the end of the school year 2010–2011. Students were also asked to complete a questionnaire concerning the eight teacher factors of the dynamic model. Structural equation modeling techniques were used to test the construct validity of the student questionnaire. Both across and within country analyses revealed that student ratings are reliable and valid for measuring the functioning of the teacher factors included in the dynamic model. Multilevel analyses revealed that teacher factors are associated with student achievement gains in mathematics and science. Implications for the development of educational effectiveness research and for improving quality of teaching are drawn. 相似文献
11.
12.
Anne Gregory Joseph P. Allen Amori Y. Mikami Christopher A. Hafen Robert C. Pianta 《Psychology in the schools》2014,51(2):143-163
Student behavioral engagement is a key condition supporting academic achievement, yet student disengagement in middle and high schools is all too common. The current study used a randomized controlled design to test the efficacy of the My Teaching Partner‐Secondary program to increase behavioral engagement. The program offers teachers personalized coaching and systematic feedback on teachers’ interactions with students, based on systematic observation of videorecordings of teacher‐student interactions in the classroom. The study found that intervention teachers had significantly higher increases, albeit to a modest degree, in student behavioral engagement in their classrooms after 1 year of involvement with the program compared to the teachers in the control group (explaining 4% of variance). In exploratory analyses, two dimensions of teachers’ interactions with students—their focus on analysis and problem solving during instruction and their use of diverse instructional learning formats—acted as mediators of increased student engagement. The findings offer implications for new directions in teacher professional development and for understanding the classroom as a setting for adolescent development. 相似文献
13.
This paper analyzed the journal publications of mathematics flipped classroom studies in K-12 and higher education contexts. We focused specifically on a set of flipped classroom studies in which pre-class instructional videos were provided prior to face-to-face class meetings. We examined the following four major issues: (a) the types of out-of-class and in-class instructional activities used, (b) the effect of flipped learning on student achievement, (c) the participant perceptions of flipped classroom benefits, and (d) the main challenges of flipped classroom implementations. A meta-analysis of 21 comparison studies showed an overall significant effect in favor of the flipped classroom over the traditional classroom for mathematics education (Hedges' g = 0.298, 95% CI [0.16, 0.44]), with no evidence of publication bias. A broader research synthesis of 61 studies revealed that the flipped classroom approach benefited student learning in three main aspects: increasing in-class time for task/practice, integrating new knowledge with existing beliefs, and real-time feedback. The two most frequently reported flipped classroom challenges were students' unfamiliarity with flipped learning and significant start-up effort on the part of instructors. We hence propose a set of design principles to help foster the transition to the flipped classroom and improve the out-of-class and in-class learning designs. This set of design principles can also provide a more focused agenda for future research to examine the effect of the flipped classroom approach on student learning and motivation. 相似文献
14.
The present study investigates whether teacher perceptions of students’ cognitive skills, their learning motivation, and their classroom behavior differ according to students’ socioeconomic status, immigrant background, and gender. Data from N = 4746 German fourth graders and data from their parents and teachers were analyzed using structural equation modeling. Controlling for student achievement as measured in a standardized achievement test and student motivation as measured by student and parent reports, we found that teachers overestimated the cognitive skills of high-SES students and girls in comparison to those of low-SES students and boys. Similarly, teachers perceived high-SES students, students who are not from an immigrant background, and girls as having a higher learning motivation and as having more cognitive skills. Finally, we found that teachers’ perceptions of students’ learning motivation and classroom behavior mediated the relationship between student characteristics and cognitive skills as perceived by the teacher. 相似文献
15.
This study aims to add empirical evidence to the generalized internal/external frames of reference (GI/E) model, according to which students' social and dimensional achievement comparisons might not only be related to students' self-concepts but also to perceptions of the learning environment. In a sample of N = 4926 German students, math and language achievements were measured along with two facets of students' perceptions of the learning environment, i.e., perceived instructional quality of math and language classes and perceived relations to math and language teachers. In the GI/E path model, achievement and perceptions of the learning environment were positively related within matching domains but negatively related or unrelated across non-matching domains. This pattern of relations indicates that social and dimensional achievement comparisons contribute to the formation of students' perceptions of the learning environment but the pattern of relations was stronger for math than for language achievement. Students' perceptions of instructional quality were more strongly related to achievement than perceptions of student–teacher relations. The findings were generalizable across same-aged elementary and secondary school students. The results are discussed regarding their implications for the proposed GI/E model and their importance for future research. 相似文献
16.
This study examined the effects of individual student factors and classroom factors on elementary science achievement within and across five countries. The student‐level factors included gender, self‐confidence in science and home resources. The classroom‐level factors included teacher characteristics, instructional variables and classroom composition. Results for the USA and four other countries, Singapore, Japan, Australia and Scotland, were reported. Multilevel effects were examined through Hierarchical Linear Modelling, using the Trends in International Mathematics and Science Study 2003 fourth grade dataset. Overall, the results showed that selected student background characteristics were consistently related to elementary science achievement in countries investigated. At the student level, higher levels of home resources and self‐confidence and at the classroom level, higher levels of class mean home resources yielded higher science scores on the TIMSS 2003. In general, teacher and instructional variables were minimally related to science achievement. There was evidence of positive effects of teacher support in the USA and Singapore. The emphasis on science inquiry was positively related to science achievement in Singapore and negatively related in the USA and Australia. Recommendations for practice and policy were discussed. 相似文献
17.
Dolina J. MacAulay 《教育心理学》1990,10(3):239-253
The literature on classroom environment from 1980 onwards is reviewed. Special reference is made to elementary settings and to students with behavioral deficits. Structure and organization, cognitive processes, student characteristics and teacher characteristics are all seen as being capable of modification. It is concluded that the achievement of a match between students’ preferences and instructional settings is a necessary condition for maximizing their cognitive, social and affective outcomes. 相似文献
18.
Teaching quality is a key factor in student academic success, but few studies have investigated how teaching quality changes at the beginning of secondary education and how such changes are predicted by dimensions of teacher motivation. This study investigated the changes in class-level student perceptions of teaching quality over one school year at the beginning of secondary school and examined how teachers' self-efficacy and enthusiasm predicted such changes. Data from 1996 students (53.8% male; mean age: 11.09 years, SD = 0.55) and their homeroom teachers (N = 105), who were surveyed at the beginning of Grades 5 and 6, were analyzed. Results showed a significant decline in class-level student-perceived emotional support, classroom management, and instructional clarity. Teacher-reported self-efficacy was not significantly related to changes in teaching quality. Teacher-reported enthusiasm buffered the decline in students’ class-level classroom management. 相似文献
19.
Gaowei Chen Jiahong Zhang Carol K. K. Chan Sarah Michaels Lauren B. Resnick Xiaorui Huang 《British Educational Research Journal》2020,46(3):631-652
This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N7th grade = 1,146 and N8th grade = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student-perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student-perceived teacher APT and student discursive engagement with classmates. Multi-group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students’ perspective and highlights the mediating role of student emotions in the relationship. 相似文献
20.
James H. Stronge Thomas J. Ward Pamela D. Tucker Jennifer L. Hindman 《Educational Assessment, Evaluation and Accountability》2007,20(3-4):165-184
The major purpose of the study was to examine what constitutes effective teaching as defined by measured increases in student learning with a focus on the instructional behaviors and practices. Ordinary least squares (OLS) regression analyses and hierarchical linear modeling (HLM) were used to identify teacher effectiveness levels while controlling for student-level and class/school-level variables. Actual achievement of 1936 third grade students in 85 classrooms on the Virginia Standards of Learning (SOL) Assessment results in English, Mathematics, Social Studies, and Science were compared to expected achievement resulting in an indicator of teacher effectiveness. Based on student learning gains, teachers were divided into quartiles. The statistical modeling approach facilitated comparisons of outcomes that were free of influences of identified extraneous variables. A double blind design was selected for in-depth cross-case studies with teachers from the highest quartile representing highly effective teachers (N?=?5) and the lowest quartile the less effective teachers (N?=?6). The observation team assessed the third grade teachers (N?=?11) based 20 categories within four domains: instruction, student assessment, classroom management, and personal qualities. Key findings indicate that effective teachers scored higher across the four domains. Additionally, effective teachers tended to ask a greater number of higher level (e.g., analysis) questions and had fewer incidences of off-task behavior than ineffective teachers. The exploratory study identified instructional behaviors and practices of teachers that result in higher student learning gains. 相似文献